eaming was also mentioned – so that mainstream teachers had an accurate idea of what level the NESB students were at.
Workshops and professional development were mentioned by both participants as a means of improving their own understanding and learning new ideas and strategies for helping NESB students in English classes.
Question 1 – Data How can teaching staff improve learning experiences of NESB students in the subject English?
ESL support teachers in the classroom
Essay support classes implemented for drafting and writing practice
Plans for year assessments in place before mainstreaming to allow for more preparation time (reading novels/learning new vocabulary etc.)
Collaboration with ESL teaching staff
Greater focus on critical literacy in ESL courses
Communication with ESL preparation class teachers/accurate data of students achievement before mainstreaming
More professional development to focus on ESL student needs in English
Summary of major findings:
The data obtained from the research project indicates that there are a number of key issues in the area of improving learning outcomes for NESB students in mainstream English classes.
In light of current teaching practices, mainstream teachers need to seek advice from professionally trained ESL teachers and support staff when they feel that an ESL student is perhaps struggling to meet expectations within the classroom. The need for constant communication and interaction between ESL staff and mainstream teachers was highlighted in the research – staff participants felt this a major issue that could help support NESB students and teaching staff alike. This issue of fostering and encouraging communication across the disciplines of English, ESL and learning support is an important one, and an issue that will no doubt be further discussed and perhaps implemented in some form in the near future.
Delivery of content was another key area that the research findings related to within the mainstream classroom. Teachers need to be more aware and selective in choice of vocabulary, writing and delivering instructions, wording questions to ESL students and using legible handwriting when writing on the board.
Homework and assessment materials need to be clarified with NESB students, and teachers again, need to be more aware of possible problems with tasks early on in the lesson in order to increase the learning outcomes for the students.
Formulating ideas on ‘breaking down’ and deconstructing critical literacy elements within the syllabus has also emerged as a major issue in examining learning experiences of NESB students in English classes. Again, ESL and English teachers will need to work together in order to develop and design a better curriculum for language minority students whilst still maintaining integrity with the regular curriculum framework in place. The research highlights the importance of providing exercises that focus on deconstructing texts (and making some of these texts more culturally inclusive) in class and using language and expression exercises with ESL students. Attempting to sometimes use subject matter related to ESL student’s own background and experience may address the obvious problems that can arise with NESB studen
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